Bloodlines Chapter Eight

â€Å"ARE YOU GOING TO EAT THAT?† asked Eddie. Eddie might not have known about all the shenanigans that went down with Jill on the first day of school, but not seeing her all day had unnerved him. So, when she and I came downstairs for the second day, we found him waiting in our dorm lobby, ready to go with us to breakfast. I pushed my plate and its half a bagel across the table. He'd already polished off a bagel of his own, as well as pancakes and bacon, but was quick to accept my offering. Maybe he was an unnatural hybrid creature, but from what I could tell, his appetite was the same as any human teenage guy. â€Å"How are you feeling?† he asked Jill, once he'd swallowed a mouthful of bagel. Since he'd eventually hear she hadn't been in class, we'd simply told Eddie that Jill had been sick from nerves yesterday. The hangover allegations still infuriated me, but Jill insisted on letting them go. â€Å"Fine,† she said. â€Å"A lot better.† I didn't comment on that but secretly had my doubts. Jill did look better this morning, but she'd hardly had a solid night's sleep. In fact, she'd woken in the middle of the night, screaming. I'd leapt out of my bed, expecting no less than a hundred Strigoi or Moroi assassins to come bursting through our window. But when I'd looked over, there'd only been Jill, thrashing and screaming in her sleep. I'd hurried over and finally woken her up with some difficulty. She'd sat up gasping, drenched in sweat, and clutching her chest. Once she'd calmed down, she'd told me it was only a nightmare, but there'd been something in her eyes†¦ the echo of something real. I knew because it reminded me of the many times I'd woken up thinking the Alchemists were coming to take me to the re-education centers. She'd insisted she was fine, and when morning came, the only acknowledgment she gave of her nightmare was to insist that we not mention it to Eddie. â€Å"It's only going to worry him,† she said. â€Å"And besides, it's not a big deal.† I conceded that point, but when I tried to ask what had happened, she brushed me off and wouldn't talk about it. Now, at breakfast, there was a definite edge to her, but for all I knew, it had more to do with finally facing her first day in a human school. â€Å"I still can't get over how different I am from everyone,† she said in a low voice. â€Å"I mean, for one thing, I'm taller than almost every girl here!† It was true. It wasn't uncommon for Moroi women to push six feet in height. Jill wasn't quite there, but her long, slim build gave the illusion of being taller than she was. â€Å"And I'm really bony.† â€Å"You are not,† I said. â€Å"I'm too skinny – compared to them,† Jill argued. â€Å"Everyone's got something,† countered Eddie. â€Å"That girl over there has a ton of freckles. That guy shaved his head. There's no such thing as ‘normal.'† Jill still looked dubious but doggedly went off to class when the first warning bell rang, promising to meet Eddie for lunch and me in PE. I made it to my history class a few minutes early. Ms. Terwilliger stood at her desk, shuffling some papers around, and I hesitantly approached. â€Å"Ma'am?† She glanced up at me, pushing her glasses up her nose as she did. â€Å"Hmm? Oh, I remember you. Miss Melbourne.† â€Å"Melrose,† I corrected. â€Å"Are you sure? I could've sworn you were named after someplace in Australia.† â€Å"Well, my first name is Sydney,† I said, not sure if I should be encouraging her. â€Å"Ah. Then I'm not crazy. Not yet, at least. What can I do for you, Miss Melrose?† â€Å"I wanted to ask you†¦ well, you see, I have a gap in my schedule because I passed out of the language requirement. I wondered if maybe you needed another teacher aide†¦ like Trey.† The aforementioned Trey was already there, sitting at a desk allotted to him and collating papers. He glanced up at the mention of his name and eyed me warily. â€Å"It's last period, ma'am. So, if there was any extra work you needed†¦Ã¢â‚¬  Her eyes studied me for several moments before she answered. I'd made sure to cover up my tattoo today, but it felt like she was staring right through to it. â€Å"I don't need another teacher aide,† she said bluntly. Trey smirked. â€Å"Mr. Juarez, despite his many limitations, is more than capable of sorting all my stacks of paper.† His smirk disappeared at the backhanded compliment. I nodded and started to turn away, disappointed. â€Å"Okay. I understand.† â€Å"No, no. I don't think you do. You see, I'm writing a book.† She paused, and I realized she was waiting for me to look impressed. â€Å"On heretical religion and magic in the Greco-Roman world. I've lectured on it at Carlton College before. Fascinating subject.† Trey stifled a cough. â€Å"Now, I could really use a research assistant to help me track down certain information, run errands for me, that sort of thing. Would you be interested in that?† I gaped. â€Å"Yes, ma'am. I would be.† â€Å"For you to get credit for an independent study, you'd have to do some project alongside it†¦ research and a paper of your own. Not nearly the length of my book, of course. Is there anything from that era that interests you?† â€Å"Er, yes.† I could hardly believe it. â€Å"Classical art and architecture. I'd love to study it more.† Now she looked impressed. â€Å"Really? Then it seems we're a perfect match. Or, well, nearly. Pity you don't know Latin.† â€Å"Well†¦Ã¢â‚¬  I averted my eyes. â€Å"I, um, actually†¦ I can read Latin.† I dared a glance back at her. Rather than impressed, she mostly looked stunned. â€Å"Well, then. How about that.† She gave a rueful head shake. â€Å"I'm afraid to ask about Greek.† The bell rang. â€Å"Go ahead and take your seat, then come find me at the end of the day. Last period is also my planning period, so we'll have plenty of time to talk and fill out the appropriate paperwork.† I returned to my desk and received an approving fist bump from Eddie. â€Å"Nice work. You don't have to take a real class. Of course, if she's got you reading Latin, maybe it'll be worse than a real class.† â€Å"I like Latin,† I said with absolute seriousness. â€Å"It's fun.† Eddie shook his head and said in a very, very low voice: â€Å"I can't believe you think we're the strange ones.† Trey's comments for me in my next class were less complimentary. â€Å"Wow, you sure have Terwilliger wrapped around your finger.† He nodded toward our chemistry instructor. â€Å"Are you going to go tell her that you split atoms in your free time? Do you have a reactor back in your room?† â€Å"There's nothing wrong with – † I cut myself off, unsure what to say. I'd nearly said â€Å"being smart,† but that sounded egotistical. â€Å"There's nothing wrong with knowing things,† I said at last. â€Å"Sure,† he agreed. â€Å"When it's legitimate knowledge.† I remembered the crazy conversation with Kristin and Julia yesterday. Because I'd had to take Jill to Adrian, I'd missed the study session and couldn't follow up on my tattoo questions. Still, I at least now knew where Trey's disdain was coming from – even though it seemed absurd. No one else at school had specifically mentioned my tattoo being special, but a number of people had approached me already, asking where I'd gotten it. They'd been disappointed when I said South Dakota. â€Å"Look, I don't know where this idea's coming from about my tattoo making me smart, but if that's what you think, well†¦ don't. It's just a tattoo.† â€Å"It's gold,† he argued. â€Å"So?† I asked. â€Å"It's just special ink. I don't get why people would believe it has some mystical properties. Who believes in that stuff?† He snorted. â€Å"Half this school does. How are you so smart, then?† Was I really that much of a freak when it came to academics that people had to turn to supernatural explanations? I went with my stock answer. â€Å"I was homeschooled.† â€Å"Oh,† said Trey thoughtfully. â€Å"That would explain it.† I sighed. â€Å"I bet your homeschooling didn't do much in the way of PE, though,† he added. â€Å"What are you going to do about your sport requirement?† â€Å"I don't know; I hadn't thought about it,† I said, feeling a little uneasy. I could handle Amberwood's academics in my sleep. But its athletics? Unclear. â€Å"Well, you better decide soon; the deadline's coming up. Don't look so worried,† he added. â€Å"Maybe they'll let you start a Latin club instead.† â€Å"What's that supposed to mean?† I asked, not liking the tone. â€Å"I've played sports.† He shrugged. â€Å"If you say so. You don't seem like the athletic type. You seem too†¦ neat.† I wasn't entirely sure if that was a compliment or not. â€Å"What's your sport?† Trey held his chin up, looking very pleased with himself. â€Å"Football. A real man's sport.† A guy sitting nearby overheard him and glanced back. â€Å"Too bad you won't make quarterback, Juarez. You came so close last year. Looks like you're going to graduate without fulfilling yet another dream.† I'd thought Trey didn't like me – but as he turned his attention to the other guy, it was like the temperature dropped ten degrees. I realized in that moment that Trey just liked giving me a hard time. But this other guy? Trey completely despised him. â€Å"I don't remember you even being in the running, Slade,† returned Trey, eyes hard. â€Å"What makes you think you're going to take it this year?† Slade – it wasn't clear to me if that was his first or last name – exchanged knowing glances with a couple friends. â€Å"Just a feeling.† They turned away, and Trey scowled. â€Å"Great,† he muttered. â€Å"Slade finally got the money for one. You want to know about tattoos? Go talk to him.† My thirty-second impression told me Slade was no one I wanted to talk to, but Trey provided no additional explanation. Class soon started, but as I tried to focus on the lesson, all I could think about was Amberwood's apparent obsession with tattoos. What did it mean? When PE came, I was relieved to see Jill in the locker room. The Moroi girl gave me a weary smile as we walked outside. â€Å"How's your day been?† I asked. â€Å"Fine,† Jill said. â€Å"Not great. Not terrible. I haven't really gotten to know many people.† She didn't say it, but Jill's tone implied, â€Å"See? I told you I would stand out.† Yet as the class started, I realized that the problem was that Jill didn't stand out. She avoided eye contact, letting her nerves get the best of her, and made no effort to talk to people. No one openly shunned her, but with the vibes she gave off, no one went out of their way to talk to her either. I certainly wasn't the most social person in the world, but I still smiled and tried to chat with my classmates as we did more volleyball drills. It was enough to foster the sparks of friendship. I also soon noticed another problem. The class had been divided into four teams, playing two concurrent matches. Jill was in the other game, but I still occasionally caught sight of her. She looked miserable and tired within ten minutes, without even having done much in the game. Her reaction time was bad too. A number of balls went past her, and those she did notice were met with clumsy maneuvers. Some of her teammates exchanged frustrated looks behind her back. I returned to my own game, worried for her, just as the opposing team spiked the ball into a zone that wasn't well guarded by my team. I didn't have the reaction time that, say, a dhampir had, but in that split second, my brain knew I could block the ball if I made a hard and fast move. Doing so went against my natural instincts, the ones that said, Don't do anything that will hurt or get you dirty. I'd always carefully reasoned through my actions, never acting on impulse. Not this time. I was going to stop that ball. I dove for it, hitting it into range of another teammate who was able to then spike it back over the net and out of danger. The volley pushed me to a hard landing on my knees. It was ungraceful and jarred my teeth, but I'd stopped the opposition from scoring. My teammates cheered, and I was surprised to find myself laughing. I'd always been trained that everything I did had to have a greater, practical purpose. Sports were sort of antithetical to the Alchemist way of li fe, because they were just for fun. But maybe fun wasn't so bad once in a while. â€Å"Nice, Melrose,† said Miss Carson, strolling by. â€Å"If you want to defer your sport until winter and be on the volleyball team, come talk to me later.† â€Å"Well done,† said Micah, and offered me his hand. I shook my head and stood up on my own. I was dismayed to see a scrape on one of my legs but was still grinning from ear to ear. If anyone had told me two weeks ago that I'd be so happy about rolling around in the dirt, I wouldn't have believed it. â€Å"She doesn't give out compliments very often.† It was true. Miss Carson had already been on Jill a number of times and was now halting our game to correct a teammate's sloppy form. I took advantage of the break to watch Jill, whose game was still in action. Micah followed my gaze. â€Å"Doesn't run in the family, huh?† he asked sympathetically. â€Å"No,† I murmured. My smile faded. I felt a pang of guilt in my chest over exalting so much in my own triumph when Jill was obviously struggling. It didn't seem fair. Jill still looked exhausted, and her curly hair was drenched in sweat. Pink spots had appeared on her cheeks, giving her a feverish look, and it seemed to take all her effort to remain upright. It was strange that Jill would have so much difficulty. I'd overheard a brief conversation in which she and Eddie had discussed combat and defensive moves, giving me the impression that Jill was fairly athletic. She and Eddie had even talked about practicing later that night and – â€Å"The sun,† I groaned. â€Å"Huh?† asked Micah. I'd mentioned my concerns about the sun to Stanton, but she'd dismissed them. She'd just advised that Jill be careful to stay inside – which Jill did. Except, of course, when school requirements made her take a class that kept her outside. Forcing her to play sports out in the full blaze of the Palm Springs sun was cruel. It was a wonder she was still standing. I sighed, making a mental note to call the Alchemists later. â€Å"We're going to have to get her a doctor's note.† â€Å"What are you talking about?† asked Micah. The game was back on, and he shifted into position beside me. â€Å"Oh. Jill. She's†¦ she's sensitive to the sun. Kind of like an allergic thing.† As though on cue, we heard Miss Carson exclaim from the other court: â€Å"Melrose Junior! Are you blind? Did you not see that coming right toward you?† Jill swayed on her feet but took the criticism meekly. Micah watched them with a frown, and as soon as Miss Carson was off picking on someone else, he darted out of formation and ran over to Jill's game. I hastily tried to cover both his and my own positions. Micah ran up to a guy beside Jill, whispered something, and pointed back at me. A moment later, the guy ran over to my team and Micah took the spot beside Jill. As class continued, I realized what was happening. Micah was good at volleyball – very good. So much so that he was able to defend his spot and Jill's. Without seeing any blatant blunders, Miss Carson kept her attention elsewhere, and Jill's team grew a little less hostile toward her. When the game ended, Micah caught hold of Jill's arm and quickly walked her over to a shaded spot. From the way she staggered, he seemed to be all that was holding her upright. I was about to join them when I heard loud voices beside me. â€Å"I'm getting it tonight. The guy I talked to swears it's gonna be badass.† It was Slade, the guy who'd sparred with Trey earlier. I hadn't realized it out in the sun in the middle of the game, but he was the player Micah had swapped places with. â€Å"It better be,† continued Slade, â€Å"for how much he's charging me.† Two of Slade's friends joined him as they began heading toward the locker room. â€Å"When are tryouts, Slade?† one of his friends asked. In chemistry, I'd learned Slade's first name was Greg, but everyone seemed to refer to him by his last name, even teachers. â€Å"Friday,† Slade said. â€Å"I'm going to kill. Like totally destroy them. I'm gonna rip Juarez's spine out and make him eat it.† Charming, I thought, watching them go. My initial assessment of Slade had been correct. I turned toward Jill and Micah and saw that he'd gotten ahold of a water bottle for her. They seemed okay for the moment, so I caught Miss Carson's attention as she walked by. â€Å"My sister gets sick in the sun,† I said. â€Å"This is really hard on her.† â€Å"Lots of kids have trouble in the heat at first,† said Miss Carson knowingly. â€Å"They just need to toughen up. You handled yourself okay.† â€Å"Yeah, well, she and I are pretty different,† I said dryly. If only she knew. â€Å"I don't think she's going to ‘toughen up.'† â€Å"Nothing I can do,† said Miss Carson. â€Å"If I let her sit out, do you have any idea how many other kids would suddenly ‘feel tired in the sun'? Unless she's got a doctor's note, she's got to stick it out.† I thanked her and went to join Jill and Micah. As I approached, I heard Micah saying, â€Å"Get cleaned up, and I'll walk you to your next class. We can't have you fainting in the halls.† He paused and considered. â€Å"Of course, I'm totally happy to catch you if you do faint.† Jill was understandably dazed but was with it enough to thank him. She told him she'd meet him soon and walked to the girls' locker room with me. I eyed the grin on Micah's face, and a troubling thought occurred to me. Jill seemed stressed enough so I decided not to say anything, but my concern grew when we left for last period. Micah walked with Jill, as promised, and told her that later, when evening came, he'd tutor her in volleyball if she wanted. As we stood outside the classroom, a girl with long red hair and a haughty attitude walked by, trailed by an entourage of other girls. She paused when she saw Micah and tossed her hair over one shoulder, flashing him a big smile. â€Å"Hey, Micah.† Micah was engrossed with Jill and barely glanced in the other girl's direction. â€Å"Oh, hey, Laurel.† He walked away, and Laurel watched him go, her expression turning dark. She shot a dangerous look at Jill, whipped her long hair over her shoulder, and stormed off. Uh-oh, I thought as I watched her stalk down the hall. Is that going to come back and haunt us? It was one of those moments when I could have used a lesson in social cues. I went to Ms. Terwilliger's classroom afterward and spent most of that initial meeting setting up the semester's goals and outlining what I'd be doing for her. I was in store for a lot of reading and translation, which suited me just fine. It also appeared as though half of my job would be keeping her organized – something else I excelled at. The time flew by, and as soon as I was free, I hurried off to find Eddie. He was waiting with a group of other boys at the shuttle stop to go back to their dorm. When he saw me, his response was the usual: â€Å"Is Jill okay?† â€Å"Fine†¦ well, kind of. Can we talk somewhere?† Eddie's face darkened, no doubt thinking there was a legion of Strigoi on their way to hunt Jill. We stepped back inside one of the academic buildings, finding chairs in a private corner that enjoyed the full force of air conditioning. I gave him a quick update on Jill and her sunny PE misadventures. â€Å"I didn't think it would be this bad,† said Eddie grimly, echoing my thoughts. â€Å"Thank God Micah was there. Is there anything you can do?† â€Å"Yeah, we should be able to get something from our ‘parents' or a doctor.† As much as I hated to, I added, â€Å"Keith might be able to expedite it.† â€Å"Good,† said Eddie fiercely. â€Å"We can't have her getting beat up out there. I'll go talk to that teacher myself, if that's what it takes.† I hid a smile. â€Å"Well, hopefully it won't come to that. But there is something else†¦ nothing dangerous,† I amended quickly, seeing that warrior look cross his face again. â€Å"Just something†¦Ã¢â‚¬  I tried not to say the words that were popping into my mind. Horrifying. Wrong. â€Å"Concerning. I think†¦ I think Micah likes Jill.† Eddie's face went very still. â€Å"Of course he likes her. She's nice. He's nice. He likes everyone.† â€Å"That's not what I mean, and you know it. He likes her. In the more-than-friends way. What are we going to do about that?† Eddie stared off across the hall for a few moments before turning back to me. â€Å"Why do we have to do anything?† â€Å"How can you ask that?† I exclaimed, shocked by the response. â€Å"You know why. Humans and vampires can't be together! It's disgusting and wrong.† The words flew out of my mouth before I could stop them. â€Å"Even a dhampir like you should know that.† He smiled ruefully. ‘†Even a dhampir like me?'† I supposed I'd been a little insulting, but it couldn't be helped. Alchemists – myself included – never believed dhampirs and Moroi worried enough about the same problems we did. They might acknowledge a taboo like this, but years of training said that only we humans really took it seriously. That was why the Alchemist job was so important. If we didn't look after these matters, who would? â€Å"I mean it,† I told him. â€Å"This is something all of us agree on.† His smile faded. â€Å"Yeah, it is.† Even Rose and Dimitri, who had a high tolerance for craziness, had been shocked at meeting the Keepers, rogue Moroi who intermingled freely with dhampirs and humans. It was a taboo the three of us shared, and we'd worked hard to tolerate the custom while with the Keepers. They lived hidden in the Appalachian Mountains and had provided excellent refuge when Rose was on the run. Ignoring their savage ways had been an acceptable price for the security they'd offered us. â€Å"Can you talk to him?† I asked. â€Å"I don't think Jill has any strong feelings. She's got too many other things going on. She probably knows better anyway†¦ but it'd still be best if you could discourage him. We can stop this before she gets involved.† â€Å"What do you expect me to say?† Eddie asked. He sounded at a loss, which struck me as funny, considering he'd been ready to go make all sorts of demands to Miss Carson on Jill's behalf. â€Å"I don't know. Play the big brother card. Act protective. Say she's too young.† I expected Eddie to agree, but he once more averted his eyes. â€Å"I don't know if we should say anything.† â€Å"What? Are you insane? Do you think it's okay to – â€Å" â€Å"No, no.† He sighed. â€Å"I'm not advocating it. But look at it this way. Jill's stuck in a school full of humans. It's not fair that she be banned from hanging out with any guys.† â€Å"I think Micah wants to do more than hang out.† â€Å"Well, why shouldn't she get to go on a date now and then? Or go to a dance? She should get to do all the normal things a girl her age does. She's already had her life radically changed. We shouldn't make it any harder.† I eyed him in disbelief, trying to figure out why he was so laid back about this. Admittedly, he didn't face the same consequences I did. If my superiors found out I was â€Å"encouraging† human and vampire dating, it'd be more evidence against me and my alleged bias. After all, my reputation wasn't yet restored with the Alchemists. Still, I knew Eddie's people didn't like the idea of dating, either. So what was the problem? A strange answer suddenly came to me. â€Å"I feel like you just don't want to confront Micah.† Eddie looked right at me. â€Å"It's complicated,† he said. Something in his face told me I'd hit the mark. â€Å"Why don't you talk to Jill? She knows the rules. She'll understand that she can be with him without getting serious.† â€Å"I think it's a bad idea,† I said, still unable to believe he was taking this stance. â€Å"We're creating a gray area here that's eventually going to cause confusion. We should keep it black and white and ban her from dating while she's here.† That wry smile returned. â€Å"Everything's black and white with you Alchemists, isn't it? Do you think you can really stop her from doing anything? You should know better. Even your childhood couldn't have been that abnormal.† With that slap in the face, Eddie stalked off, leaving me aghast. What had just happened? How could Eddie – who was so adamant about doing the right thing for Jill – be okay with her casually dating Micah? There was something weird going on here, something connected to Micah, though I couldn't figure out what. Well, I refused to let this matter go. It was too important. I'd talk to Jill and make sure she knew right from wrong. If necessary, I'd also talk to Micah – though I still felt that conversation would be better coming from Eddie. And, I realized, thinking of how I had to go hunt down a doctor's note, there was one more source I could appeal to, one that had a lot of influence over Jill.Adrian. Looked like I'd be paying him another visit.

Health Promotion and Prevention Levels Essay

Health promotion is the science and skill of facilitating individuals changes in their lifestyle toward a state of ideal health (Edelman, 2014 p. 11). Nurses promote health by advocating for patients in the hospital setting and community. Nurse support positive health practices and the hope is that these activities will become part of a normal occurrence. In this paper there is an examination of nursing roles and responsibilities and implementation methods that nurses use to recognize and extinguish crisis or potential crisis situations. In reviewing three journal articles about health promotion, it was determined that each dealt with health promotion on various levels of preventions. In this analysis we will review each health promotion prevention level mentioned and how they are classified. Purpose and Nursing Roles and Responsibilities Health promotion and disease prevention coexist with the nursing practice. We act as consultants, educators, and we enhance the effectiveness of an experience of health care services. Nurse’s attempt to lead the patient to positive health outcomes while adhering to the concept of increased knowledge and awareness of their illness, quality of life by understanding limitations and the nurse follows evidence based practices. In the mental health environment we are cognitive of behaviors and crisis in the milieu. In the community we can help support awareness. One article examined indicated that approximately 10-20% of the younger population 0-25 have mental health problems. Typically 50% of mental illnesses are revealed before the age of 14 and 75% by the age of 24. Mental disorders account for high burdens of disease in the younger age range. It is led by anxiety and mood disorders. In this age bracket it is the responsibility of the school nurse and counselors to recognize thos e at risk individual and use early interventions to prevent hospitalization and promote health and healing (Catina et al., 2011). When implementing health promotion competencies multidisciplinary knowledge includes alertness, ability to implement, and  consciousness of the economic and cultural issues people face. Primary Prevention In the primary prevention health promotion occurrence a nurse would use skilled competency including collaboration, communication, assessment, and be an advocate for the patients. Primary Prevention focuses on both the patient and the environment. It assists individuals to expand coping mechanisms enabling them to cope effectively with stress and it aims at reducing destructive entities in the environment. Primary prevention is focused on the pursuing of segments of the population at risk and then providing informative programs (Townsend, 2011 p. 710-11). For example teens are offered sex education, nutrition education, information about suicide prevention, eating disorders, and programs like DARE to prevent drugs and alcohol use. Secondary Prevention Secondary Prevention is clearly indicated once the individual have illness and it involve controlling symptoms or shorting course of the illness. The core concepts of secondary prevention are interventions intended to minimize initial symptoms of mental health illnesses or other medical health issues. It is targeted toward reducing the duration and frequency of the illness. It accomplishes this by early recognition of the problem and prompts initiation of effective treatments. Nursing in secondary prevention focuses on recognition of symptoms and looks into getting treatment. This could involve having group therapy after an initial alcohol or substance abuse problem. Support groups include alcoholics anonymous. Depending on the severity determines how aggressive the treatment should be. Maybe someone is hospitalized and agree to outpatient therapy before discharge to help them cope with their disorder. The idea is we want to prevent a long term problem. One journals article revealed that with the shrinking numbers of graduate programs preparing traditional child/adolescent (C/A) clinical nurse specialist (CNS) and the additions of only 20 newly certified C/A Psychiatric mental health (PMH) CNS’s per year means that children could be slipping from the secondary prevention level into the tertiary prevention levels (Delaney, 2011). Tertiary Prevention Tertiary Prevention the complications of a disease and it involves prompting maximum functioning. Basically, we are trying to keep them out of the hospital setting. We try to keep them out of the hospital and control the symptoms and we want to help them maintain their maximum mental health possible. They will have exacerbation that may depend on what stressors are going on in their life. Stress is usually a trigger for worsening of mental health symptoms. So there are lots of crisis that could trigger mental health or inappropriate coping. Services are meant to reduce lingering defects that are related to severe and persistent mental illness. So we are trying to promote rehabilitation that is directed toward achievement of each individual’s maximum level of functioning. This for example may involve ongoing home health nursing checks to confirm the patient diagnosed schizophrenia is taking medications. In reviewing the final journal from child and adolescent psychiatric nursin g it discussed a tertiary prevention model. It reviewed the downward trend of restraints and seclusion in children Psychiatric facilities. The article looked specific guidelines to reduce restraints and seclusions using six core strategies presented by the National Association of State Mental Health Program Directors (NASMHPD) (Waqar Azeem et al., 2011). Primarily nurses and doctors were analyzed tertiary prevention level patients and the hope was to reduce restraints and seclusions by having adequate staffing training and monitoring. In closing health promotion is viewed from the primary, secondary, and tertiary prevention levels. Nurses’ roles and responsibilities are to safe guard patients by educating the patient and guiding the patient towards better health outcomes. In doing so the nurse must intervene and implement intervention that aid in the recovery of the patient. In doing so the nurse should be an advocate for the patient and review their resources to resiliency to adjust to the health situation. References Catina, L.S., Hetrick, S.E., Newman, L. K., & Purcell, R. (2011, October). Prevention and early intervention for mental health problems in 0-25 year olds. Advances in Mental Health 10 (1) p. 6-19. Delaney, K. (2011). Building a child mental health workforce: What vision are we working toward?. Journal of Child and Adolescent Psychiatric Nursing 24, 1-2. Edelman, C., Kudzma, & C., Mandle, C., (2014). Health promotion throughout the life span, 8th edition. Mosby. VitalBook file. Townsend, M. (2011). Essentials of psychiatric mental health nursing concepts of care in evidence based practice. F.A. Davis Company. Page 710-11. Waqar Azeem, M., Aujla, A., Rammerth, M., Binsfeld, G., & Jones, R., (2011). Effectiveness of six core strategies based on trauma informed care in reducing seclusions and restraints at a child and adolescent psychiatric hospital. Journal of Child and Adolescent Psychiatric Nursing 24, 11-15.

Limitations of Man's Moral Capacities and Role of Political Order Research Paper

Limitations of Man's Moral Capacities and Role of Political Order - Research Paper Example The adoption of federal constitution perhaps had presented a challenge in that many political philosophers did not immediately know the extent to which the application of the new constitution will sustain what had become the order of the day or to what extent was it going to effect changes and to whose favor or disfavor. In the understanding of crucial role that the constitution was going to play, the most respected constitution architects of that time had carefully observed the situations, and agreed as leaders of the most fundamental states then that it was permissible that the many should have perfect representation, both being afraid of Monarchy and aristocracy as had been witnessed from continental Europe. Federalists’ essays, though not having a lot of public support, had begun exploring the nature of citizens in line with the provisions in the constitution that could have been perceived as inappropriate then. This is just to introduce the very rise of federalists. Quest ioning of Mans Moral Capacities One of the most fundamental concerns in federal constitution was the institution of the presidency. ... However we find Publius crafting another complex system in Electoral College and sufficiently argues out that anyone who passes grilling of the Electoral College will definitely be a man of good morals. Besides, we can also observe that this goes hand in hand with the creation of the senate whose joint power supersedes that of the institution of presidency in critical aspects. Publius draws a comparison of political institutions then and justifies that people’s concerns are well taken care of. By crafting the duties and obligations of the president to give him a parliamentary status of membership, morality of office bearer is further monitored through provision of impeachment by the house so as to protect the interest of the majority in the event that there is questionable abuse of office. Although giving so much power to this institution, Publius cannot entrust political governance of the people without checks and balances (Carey and MacClellan, 231). Equally important is the realization by Publius that if morality of the judiciary remains at a political stake, then the whole concept of moral justice will be lost. It becomes apparent that separation of powers and independence of each institution takes center stage. Publius notices that for a judiciary to be legitimate, it must have trust of the people from whose mandate it was created through the constitution. Abuse of powers and political influence on judicial decisions were very common then. The first fundamental step that Publius takes is to insulate the morality of office bearers by providing for life tenure. We realize that by possessing neither will nor force but only judgment, it was really vital to have a satisfied judiciary that cannot

Idustrialize America Essay Example | Topics and Well Written Essays - 2500 words - 1

Idustrialize America - Essay Example Unfortunately his efforts did not prevail, the power was once again given to the Army and there was even a period that followed in which the Democrats regained the impetus, re-enacting laws that revived the era of slavery for these newly freed men and women. Lynching and race riots were rampant in some States, and the Redeemer Government and Klu Klux Klan were determined to re-establish white supremacy. It seemed that all the efforts of the Reconstruction had been for nothing. Notwithstanding that they had just been through a harsh and debilitating war, President’s Abraham Lincoln wanted to be magnanimous towards the South. In December 1863, he placed the idea that a State could be integrated into the Union if 10 percent of the population count under 1860’s census supported emancipation. Tennessee, Louisiana and Arkansas were won over by the Union through Lincoln’s Ten Percent Plan. However this compromise did not sit well with the diehard Republicans, nor some in Lincoln’s own party who feared that it would once again undermine the cause of emancipation by bringing economic slavery to blacks on white owned cotton ginning farms. The mood of the South was rebellious and unrepentant. They sought to regain control of the situation, and could not bear to see blacks getting education, voting rights and freedom. On his part, President Andrew Jackson who took up the reins of Government following Lincoln’s death tried his best to follow the former’s lenient policies for the collective benefit of all. He appointed new Governors in 1865. Unfortunately his efforts did not meet with success and were spurned by the diehard Republicans. They challenged and undermined his efforts, rejected his nominations from the South and eventually managed to oust his Government in 1865-66 after success in the 1866 Congressional elections. They managed to regain control of Congress in

Final Exam Assignment Example | Topics and Well Written Essays - 750 words - 4

Final Exam - Assignment Example This is a literary term that was coined from the poem of Rudyard Kipling that satirically described the presumed responsibility of white people to govern and impart their culture to nonwhite people; this concept was often advanced as a justification for European colonialism and imperialism (Easterly 130). After the World War I, there was significant level of disillusionment to the population from the ravaged economy and unfavorable socio-political environment which was more detrimental to youths. Post World War I political strategists created fascism as a tool that would help them consolidate power by appearing to promote the young people who happen to be critical in determine various socio-economic and political behaviors in the country. Benito Mussolini and Hitler promised youth employment and also championed for more freedom to the youth from the traditional overprotective parental control (Aronson 157-9). These factors considerably attracted the youth to fascism in 1920s and 1930s in Europe. The geopolitics of the world changed significantly after World War II in the following ways; United States became the superpower with significant presence in capitalist allies in Europe like in Britain. Russia remained a communist champion and strengthened their influence in Asian economies like china, Japan among others. United States extended its grip on the politics of Middle East and influenced socio-economic and political agenda amidst strong opposition from the Muslim dominated Arab world like Iran, Iraq among others (Dima 74-9). There is increasing improvement in healthcare and this reflects increased population into the future. There is a possibility of skewed demographics with a larger percentage of older generation and female children due to governments’ campaign for controlled birth for regulation of population. This indicates that the future demographic structure will shift

Duchamp, Segal, Rauschenberg, Warhol, Oldenburg, Lichtenstein Assignment

Duchamp, Segal, Rauschenberg, Warhol, Oldenburg, Lichtenstein - Assignment Example The paper "Duchamp, Segal, Rauschenberg, Warhol, Oldenburg, Lichtenstein" discovers the famous artists of the 20th century. Marcel Duchamp and was interested to put art back to the service of the mind. He distanced himself from the traditional artistic methods and paintings, relying on seducing the view through irony and verbal witticism instead of relying on the aesthetical appeal as other artists did. George Segal was a Jewish. He is known for â€Å"Pop Art† movement. His technique was however different form pop art due to closely relating his work to human values and personal experiences. He chose to deal with places that were familiar to him, rather than the elegant topics. His artistic work led to creation of close up drawings of human expressions and was known for his humanistic passion. Robert Rauschenberg was an American born in Texas and studied pharmacology. His unique artistic style involved the use of newspapers to make long silk screens cardboards, and early Egypt ians which is a series of wall reliefs and sculptures constructed from used boxes. He also made a lot of prints on silk where he made colorful silk walls and floor works. Rauschenberg later began to use his black and white photographs and was more recognized for the  ¼ Mile or Two Furlong Piece that was conceived to be the longest artwork in the world portraying his unique photographic techniques and horology of his imagery. Claes Oldenburg was born in Stockholm in 1929, but his family settled in Chicago in 1936.

Management accounting Essay Example | Topics and Well Written Essays - 1500 words

Management accounting - Essay Example BA is flying to over 550 destinations and to 155 countries worldwide including Americas, UK, Europe, Middle East and South Asia, Africa, and Asia/Pacific (â€Å"British Airways,† 2010). It has been considered as one of the leader in the airline industry worldwide and known for its excellence, quality, and full air and ground services. Aside from being the largest international scheduled airline in UK, BA offered several services and facilities to their customers to guarantee their convenience. The company has been privatised and shares are traded on the London Stock Exchange (LSE) under the ticker symbol BAY (â€Å"London Stock Exchange,† 2011). As history trace its origins back, BA was formed with the mergence of BOAC, BEA, Cambrian Airways, and Northeast Airlines last 1974 (â€Å"British Airways,† n.d.). ... They have decided to merge because of recession that badly hit the operations of the two airlines (BBC News, 2009). The purpose of this paper is to explain how management accounting can supply information to assist the management of British Airways, particularly the key techniques that are favourable to the company. Review of the Nature and Role of Management Accounting Management accounting is an exclusive type of accounting wherein the supplied information is more specific. Furthermore, it â€Å"exists to serve managers helping them work as decision makers, planners, and controllers of their respective departments or areas of responsibility† (Atrill & McLaney, 1994, p.14). In other words, the role of management accounting is to assist the managers in making decisions or problem solving, and provide accounting information necessary to make realistic future plans. They are expected to provide financial or economic information particularly available to those in managerial posit ion. These are needed in carrying the tasks of decision-making, planning, and control so that organization will be managed effectively and efficiently. Decision making and planning is one of the crucial tasks played by management accounting. There are instances that the management needs to settle with the best option to be pursued which at the same time favourable to the organization. The determined courses of action will be evaluated as to their costs and benefits which is the role of planning. Furthermore, the information will be more effective if the result of the appraisal showed that the benefits outweigh the costs. Control is the second primary tasked that â€Å"involves a comparison of actual performance with the plan so that

Personal Museum Visit Essay Example | Topics and Well Written Essays - 750 words - 1

Personal Museum Visit - Essay Example The medium of painting used is – oil on canvas, and depicts a great attention to detail which is evident from the oxen grazing in the field in the background, the fine lines of the subject itself (i.e. the model), the detailing i.e. the attire worn, the pose, the props used (the stick held by the shepherdess) etc. add authenticity to the painting. The word Pastourelle is a French term for Shepherdess. Great attention to detail is given to the subject, and the painting depicts a careful and in-depth study of the subject as is seen from the form and technique used. The tenderness with which the shape and face structure of the model is drawn, highlights the artists attention to line and form. Good use of lighting is done through use of pastel colors used in the background, as well as the color of clothes worn by the model. The use of colors helps in highlighting the main subject of attention, i.e. the shepherdess (in this case) and specially brings to fore the subtle nuances of personality and mood of the subject. The basic intention of the artist was to highlight the daily lives of shepherds during the 18th century. Several artists in those days were known for their beautiful depiction of real life, through art by using oil on canvas. This artist too follows the pattern, and has drawn several other similarly themed close to life characters, by using real models. As mentioned earlier, the artist was skilled in the art of capturing real life scenes and youth, and this portrait of a young shepherdess reinstates the fact. In the painting, the young shepherdess is portrayed with young and strong features, with a hint of inquisitiveness in her eyes, as if the subject is challenging the viewer. She carries a staff in her hand, which is held casually on her shoulders. Her gaze is straight, direct and penetrating and draws attention to the artists skill of painting subjects which look so

Summaries Assignment Example | Topics and Well Written Essays - 250 words - 2

Summaries - Assignment Example establishing research problems, attaining information by scrutinizing a variety of most important and less important sources, consolidating information by making graphic illustrations, evaluating facts to determine and elucidate patterns and inclinations, and presenting and authenticating findings verbally or in inscription. Geography plays a pivotal role in enhancing life skills (Butt et.al 2011). It enables learners to understand and comprehend the environment well. In the long-run, this enables learners with the ability to discern between what is virtuous and debauched towards the environment. Besides, it makes life easy and enjoyable to leave since the life skills and techniques enable an individual to think analytically and propose viable strategies to make life worth leaving. It facilitates research of geographical features, which have significance to human beings. Research facilitates growth of projects like; nuclear power plants, irrigation schemes, canals and dams roads and terrace farming. Indulgence in the aforementioned activities enhances life skills as it is through discovery of a single invention that leads to another. Besides, the technology sector continues to witness invention of applications like the google app the Global positioning systems among others. Successful invention of an in novation encourages inventors to research more and thus enhancing self-actualization and satisfaction. However, life without geography could mean nothing. Since, inventions like electricity came into being due to a critical analysis of geographical features. Electricity plays a significant role towards the economy since it is through electricity that industries are able to operate, thus high employees to work in industries. This in turn, ensures the economy runs smoothly since goods and services are readily available to the market. Justifiably, it is through geography that researchers were able to invent and develop their

National and International Perspectives on Health (Mental Health Essay

National and International Perspectives on Health (Mental Health Nursing) - Essay Example The symptoms are sometimes responsible for major psychological and social problems especial at work and in relationships. If the disorder is left unattended, it may lead to serious mental conditions that may result into the death of victims. In the U.K for instance, the country has properly established intervention mechanisms that ensure children and other people suffering from this disorder are diagnosed and treated effectively. On the other hand, Sri Lanka has had to battle with this order for a very long time.This has been brought about by the country’s inferior structures and response to these problems and others related to it. Many children that have suffered this condition in Sri Lanka have ended up with serious mental problems compared to the United Kingdom and other countries where there are clearly defined systems and structures to address the problem. This paper examines the prevalence of PTSD and the impacts it has had to children in Sri Lanka and the United Kingdom. It compares how intervention mechanisms have been adopted in the two countries, including the future of mental health nursing as far as PTSD is concerned in the United Kingdom Sri Lanka has been on the path of recovery after having endured a 30 year period of armed conflict that has affected not only the economy of the country, but also has caused serious Post Traumatic Stress Disorders in children and other people in its population (Abeyasinghe 2012, 376). It is estimated that over 100, 000 of the country’s army were involved in various types of direct and indirect combat. The experiences during that time were hostile and pathetic; they included screams from all over, handling decomposing bodies of people among others. The trauma from the war is said to have led to serious psychological problems among the children and adults at large. The Sri Lankan government has responded to the increasing

Reflection on the Character of Luke Skywalker Essay Example for Free

Reflection on the Character of Luke Skywalker Essay Luke Skywalkers character is a classic example of mans constant battle of good and evil—not to be simply put as the battle of the good versus the evil—but the choice to be good or evil. He outwardly struggles to find his place and role in the society even as he struggles inwardly to understand his own nature. As Yoda and Obi-Wan explained to him, Luke must confront and go beyond the dark side to be a Jedi. He is confronted with facing Darth Vader, who he has just learned to be Anakin Skywalker—his father, and in whom Luke believes still has good in him and who he says he could not kill. He was also confronted with troubles that has shaped him into the peson he chose to be. Vader has been a Jedi once, turned to the dark side of the Force because he could not accept the death of his loved ones—first of his mother, then of his intuition that had foretold the death of his wife, Amidala. During their fight, he tried to convince his son that turning to the dark side was the only way Luke could save his friends. Luke was like his father, reckless in his actions and impatient in his youth. But as he matured, he learned the true path of the Force, with the guidance of Yoda and Obi-Wan. Like his father before him, he, too, was troubled with death and suffering. Yoda, sensing death coming to him, explains to Luke: â€Å"Strong am I with the Force, but not that strong. Twilight is upon me and soon night must fall. That is the way of things, the way of the Force.† Inevitably at Endor, Luke has come to confront his father, not with the intention of fighting him as before, but to convince him to turn back to the good side. His attempts turns out to be futile. He further exhibits his maturity from being reckless and impatient by restraining himself when given the chance to strike at the Emperor. However, the Emperor seduces Lukes hatred and anger to attack him. Luke is tormented but still restrains himself until finally his rage erupted and attacked the Emperor. Darth Vader responded in defense of his master and Luke ends up fighting with his father. Luke realized that the Emperor was using his rage to turn him to the dark side of the Force. He has defeated Vader, not out of some personal, revenge-driven desire, but in order to protect someone he loves—Vader has treathened Lukes newly found twin sister Leia. As he looked down on his father with pity and understanding, he realized that he, too, has the potential to turn to the dark side. He threw away his lightsaber in his firm belief that he could still save his fathers soul and save himself from the path of the dark side by not killing Vader. By doing so, he has rejected evil in himself and submits himself to the will of the Force. As Yoda explained to him: â€Å"A jedis strenght flows from the Force. But beware. Anger, fear, agression, the dark side are they. Once you start down the dark path forever will it dominate your destiny.† He has faced his own fears and defeated them, evidenced by his reply to the Emperors offer to take his fathers place at his side: â€Å"Never. Ill never turn to the dark side I am a Jedi, like my father before me.† He has set an example that evil does not come naturally from the troubles that we are faced with, and that being good or evil is a matter of choice.

Terrorism Essay Example for Free

Terrorism Essay Given the growing global threats of terrorism, it is significant that an understanding of the history, nature and mechanism-premises under which terror operates is obtained. This is significant as it would shape the perspective of policy makers when addressing issues of this nature. Terrorism, as it is understood is the action of none-state weak actors, individual or groups, who for some reasons feels suppressed, marginalized and, or denied what they may view as the basic human right. All terrorism has political objectives, even though the perpetrators may use religious relics to appeal to a wider existing audience, and invoke a response through violent act to prove or propagate their point. Yoram Schweitzer in Suicide Terrorism Development ump; Characteristics, Mark Sedgwick in Al-Qaeda and the Nature of Religious Terrorism, and Dr. James Armstrong, all demonstrates that suicide terror attacks are politically motivated even though the perpetrator may use religious symbolism to justifies their acts. Observing areas in the world where terrorism is frequent, especially in the Middle East, it can be argued that groups that engaged in terrorists activities are those that feel suppressed and taken advantage of by a much greater power. Thus, terrorism, particularly suicide terror is prevalent in areas where systems of gross injustice seem to exist. Therefore, the actual use of terrorism by non-state actors is a tactic aimed at polarizing the population in their favor. By killing people in mass number, they are attempting to take away the view that only the state can legitimately kill – thus undermining the state authority. As Armstrong, Sedgwick and Schweitzer exemplify, suicide terrorism is not a new happening, but an old historical phenomenon. And that just as modern day terror organizations, particularly Al-Qaeda, uses religious concepts to motivate its actions (though their immediate goal is political), various old terrorist groups have used similar approached to achieve their political end. To understand the history of suicide terrorism and how terrorist groups in the past have used religious tone to propagate their political course, Armstrong pointed out the Zealots-an extremist Jewish sect that opposed Jesus. The Zealots engaged in political assassinations of their political foe, knowing that they would be killed in the process. Even though their ultimate goal might have been religious, the Zealots immediate aim was political. In the same way, during the third century, the Assassins- a notorious terrorist wing (similar in nature to Al-Qaeda) in modern day Syria, assassinated many of their political opponents in order to establish their own form of Islam. In this case, although their ultimate goal was religious, their immediate objective was political. They wanted to institute a government that would represent their view. According to Armstrong, these were the first sets of suicide terrorism. Besides their used of terror, these two groups share other things in common. They both resorted to suicide terrorism based on the situations they find themselves. As indicated, they both feel suppressed or taken advantage of, and consequently wanted to turn their situation around through the use of suicide terror. Armstrong cited that the first wave of modern day suicide terror occurred in Lebanon at an American embassy in Beirut 1983, and was carried by Hezbollah (meaning the army of God). The formation of Hezbollah and its used of suicide terrorism came about as a result of Lebanon being under foreign occupational forces from Israel, France and the United States. The second suicide terror attack by Hezbollah was against the U. S. Marines headquarter, which was followed by an attack on the French multinational force. The last two, as Schweitzers (2000: 2) implies, resulted in the death of 300 personals and dozens injured. These events led to the departure of Western forces from Lebanon. Having two more enemies to face, Hezbollah redirected its suicide terror attacks against South Lebanese Army and Israeli military positions. Hezbollah suicide terror attacks forced the Israeli army to pullout from their heartland of central Lebanon, and caused the UN peacekeeping force to withdraw completely. Observing such occurrence, one could notice that Hezbollahs actions were mainly political. Even though they may glorify and promote martyrdom to achieve their course. Also Schweitzers demonstrates that Hezbollah tends to use suicide terror against Israel as a deterrent and retaliatory apparatus. He exemplify for instance, that after an Israeli air force assassinated Abas Musavi, secretary general of Hezbollah in February 1992, Hezbollah retaliated by carrying out suicide bombing against Israeli embassy in Buenos Ares, in March 1992 injuring 250 people and killing 29. In addition, Armstrong forwarded that, terrorist organizations tend to decrease their terror activities whenever they seem to achieve a political objective. For instance, he reasoned that in Lebanon, suicide terror increased when the Israeli army arrested top Hezbollah leaders, but decreased when the prisoners were released. These indicate that the primary goal of suicide terrorist organization is political, not religious. Also, because the dominant religion in the Middle East is that of Islam, terrorist organizations use this to their advantage. By using religious tone to propagate their course, they are effectively communicating to an audience that understands them in that term, which helps to promote their political agenda. To illustrate that the main objective of suicide terror groups is not religious, but political, Armstrong cited the Tamil separatist group in Sri Lanka-the LTTE as another example. The LTTE is a secular nationalist group that seeks to establish an independent state in Sri Lanka that is occupied by the ethic Tamils. The LTTE has engaged in conventional, guerrilla, and terror campaign, with over 200 suicides bombing (more than any other terrorist group) since the late 1980s. The carnage has lasted for two decades now and has resulted in the deaths of 60, 000 people. Although the LTTE gained some of their inspiration from Hezbollah, they are clearly a secular group with no religious claim to back or color their course; but have so far committed the greatest number of suicides terrorism in history. The popular image of Muslims Arabs in the Middle-East shouting God is great in the wake of terror attacks might have blinded some scholars into concluding that the main motivation for terrorism is religion. Suicide terrorism spreads to Israel in 1993 by the Islamic Resistance Movement (Hamas) and the Palestinian Islamic Jihad (PIJ). Hezbollah also influenced both of these two groups with regard to the uses of suicide terrorism. Because their audience is predominantly Islamic, they have been successful in exploiting just that in propagating their course against Israel. In essence, what Hamas is doing is what any other group (terrorist or non-terrorists) would do – speak in the language that their audience would understand the most. In this case Islam. Secondly, it has been argued that the practical existence of the day-to-day Palestinians lives-living under constant occupation by a much greater power, Israel, created a condition for suicide terrorism to strive. The pervading view is that Israel, being a super military power in that part of world has used and continues to exercise absolute military superiority over the Palestinian people with the backing of the United States. This, most scholars argued, have created enormous amount of anxiety, desperation and anger between Palestinian and Arabs alike all over the globe. Since 1993, Hamas has carried out numerous of suicide bombing against Israeli claiming that they have no interest in politics and that their main objective is based on moral grounds-aimed at avenging the death of their loved once and to create a stable social situation for the Palestinians. Armstrong (2006) argues that this may be partially true because over the years, Hamas embarked on many social programs, health care, education and various construction projects to better the lives of the Palestinian people. But as evident today, Hamas has transformed its movement into political stage in its quest to institute a system or government that would represent their view. Armstrong (2006) attests that this new wave of religious terrorism might have derived from the fall of the Soviet Union. The fall of the Soviet, which also marked the end of colonial outposts in most of the Middle East, created a vacuum in anti-colonial terrorism, resulting in religious suicide terror. Thus, most of what Middle Eastern terrorism is about today is anti-imperialism. They view western way of life as suppressive and corrupt and wanted to create a state or government that would protect their culture. This view is illustrated in most of Osama bin Laden’s (head of Al-Qaida) demands – that the United States should pull out all its force from Middle Eastern lands. His main goal is to create a system of govern with very little or no western influence. This brought me to the question as to whether the U. S. war on terror has been effective. Most scholars have argued that the United States has fashioned conditions in the Middle East, especially in Iraq that would precipitate the creation of more terrorist activities than existed there before. All together, Armstrong (2006) argues that the U. S. war on terror is equivalent to waging a war on global warming by producing high fuel machinery that doubles the amount of carbon dioxide in the atmosphere. You cannot fight a successful battle against problem by creating conditions that caused it in the first place. But this is exactly what the U. S. is doing. By invading Iraq and deploying our forces there, we are unconsciously proving the points or propaganda of terrorist organizations that, the U. S. is this evil country that is taking over or occupying Arab lands and is suppressing Muslims all over the world. They are not aware that the US main interest is to protect freedom and liberty of all people, regardless of their ethnic or religious affiliation. Also, as Armstrong exemplify, one cannot fight against terrorism because it is a tactics, a strategy of non-state weak actors. Thus, in order for terrorists groups to get what they want, they need all the strategies they have employed this far – invoking response that would prove their point through violent theater, solicit mass organization to achieve their goal, polarization of the population and the use of symbolism and exploitation of religious tones to justify their course even though their immediate goal might be political. Absorbing both the intellectual and moral realm of this argument, terrorism of any kind is unacceptable. By engaging in terror activities, the propagators inexplicable invalidate whatever moral argument they might have had. People should follow the examples of Mohammad Gandhi and Martin Luther King’s Jr. , non violence approach to fight for a course they believe is just.

Overrepresentation Of Minority Students In Special Education Programs

Overrepresentation Of Minority Students In Special Education Programs Overrepresentation or disproportionality of minority students in special education programs is an ongoing problem that has plagued our nation for several decades. Overrepresentation can occur in many areas but is most prevalent when considering a students ethnicity. Disproportionality refers to the extent to which membership in a given à ¢Ã¢â€š ¬Ã‚ ¦ group affects the probability of being placed in a specific disability category (Oswald, Coutinho, Best, Singh, 1999, p. 198). For example, government reports have revealed that African American students constitute over 14% of the school-age population yet they represent 20% of the students placed in special education (Losen Orfield, 2002). Klinger et al., (2005) reported that African American students are twice as likely than White students to be labeled as mentally retarded, one time more likely to be labeled as learning disabled, and over one and half times as likely to have an emotional or behavioral disorder. Disproportionate representation of ethnic and racial minorities has historical connections to educational segregation and discrimination. Dunn (1968) first raised concerns about this issue in the sixties. He described the disproportionate number of minority students being labeled as mentally retarded and placed in self-contained classrooms which raised significant educational and civil right concerns. Ferri and Connor (2005) have also maintained that disproportionality has historical roots. After schools were integrated in 1954, following the Supreme Courts decision in Brown v. Board of Education, the number of African American students placed in special education programs increased. Students were being grouped or placed according to their academic ability. This practice resulted in many African American students being grouped together in low ability tracks and many were subsequently referred for special education services. Hence, over referring African American students for special education became another way to resegregate students of color. Some people would argue that placing a student in special education would greatly benefit the student because he or she would receive more individualized attention to address their disability and other needs. However, disproportionality often presents negative implications for minority students. Once African American students are identified as having a disability, deemed eligible for special education services, and placed in a special education setting; they are more like to remain in special education classes throughout their years in school. They are more likely to receive a watered down curriculum that is not as rigorous as the curriculum that the students in general education receives. These students are segregated from their general education peers when placed in more restrictive settings. Disabled students are often stigmatized and treated differently by other students in their schools. Lastly, to further exacerbate the problem, overrepresentation may also cause some students t o be misclassified or inappropriately identified as having a disability. Disproportionality is a complex problem that has been linked to multiple factors depending on the school and/or school district. Probable causes of disproportionality include psychometric test bias, socio-demographic factors, unequal opportunity in general education, and cultural mismatch between teacher and student (Skiba, et. al, 2008). Research has also suggested that bias at the prereferral stage of the special education eligibility process is a cause for disparity of African American students being placed in special education (Darley Gross, 1983). As a former special education teacher, I have participated in several meetings with a purpose of deciding which placement is appropriate for a student previously identified as having a disability. On several occasions, I have asked the referring general education teacher his or her reasons for referring the student for special education services and was surprised to receive such vague and potentially bias explanations. For example, on e teacher told me that she referred a student for behavioral issues because at times, he was stubborn and refused to do his work. Another teacher told me that she referred a student because he presented challenging behaviors such as talking out without permission and he often contradicted the teachers answers or explanations to the class which infuriated the teacher. When questioned further about the interventions used before referral, the teachers response were more ambiguous and peppered with a lack of knowledge of appropriate intervention strategies. The purpose of this study is to determine the personal characteristics of the general education teachers that have the greatest influence on their decision to refer minority students for special education. The study will address the following research questions through a mixed method of qualitative and quantitative research: To what extent if any, does a general education teachers years of experience, teaching level, training in classroom management and intervention strategies, education level, ethnicity, age, and gender impact disparity at the prereferral stage of the special education eligibility process? What impact does a general education teachers efficacy and perceptions of minority student characteristics bias their referral of minority students for special education services? What is the placement rate of the students being referred for special education services by the general education teachers? This study will focus on the students being referred for academic and/or behavioral issues because these are the main reasons why minority students are referred for special education services. As a result of this study, I hope to be able to extend the available literature on potential teacher bias during the prereferral stage of the special education process. My ultimate goal is to decrease the numbers of African American students being referred for special education services when the referral is not warranted or questionable. Conceptual Framework Disproportionality is a widespread problem that continues to affect minority students. Patterns of consistent disproportionality are evident and have been studied extensively for years. Oswald et al. (1999) examined the magnitude of overrepresentation by analyzing extant data from the 1992 Elementary and Secondary School Civil Rights Compliance Report to describe the extent of disproportionate representation of African American students labeled as seriously emotionally disturbed (SED) and mildly mentally retarded (MMR). They also wanted to determine the extent to which economic, demographic, and educational variables at the district level were associated with disproportional identification for this ethnic group. Zhang and Katsiyannis (2002) used data extracted from three federal government publications to find out whether or not there have been any recent improvements or changes in overrepresentation of minorities in special education. Although, there has been some debate concerning how disproportionality should be measured and the extent of the problem, overrepresentation continues to occur with no definitive causes. Researchers have also been unsuccessful in ident ifying real solutions to eradicate this phenomenon. Previous studies have examined many aspects of disproportionality including bias in problem solving and the social process of student study teams and teacher efficacy and student problem as factors in special education referral. Yet, research is somewhat limited and has mainly focused on the magnitude and possible causes of disproportionality. There appears to be a gap in the literature when examining personal factors that affect the general education teachers decision to refer a student for special educations services. This study will fill this gap by examining factors that influence referral and subsequently results in disparity. An in-depth analysis of teachers efficacy and perceptions of minority students will also be examined to determine if these factors impact disproportionality. The cognitive theory of social learning coined by Alfred Bandura will inform my approach to understanding the phenomena of disproportionality with regards to teacher efficacy. Teacher efficacy will be analyzing to determine its role in the prereferral stage of the special education process. I will examine the general education teachers belief that he or she may or may not be capable of bringing about desired changes in their students. Teacher efficacy will take account of two dimensions, judgments and personal beliefs. Disproportionality will also be approached from an ecological perspective framework to understand how special education referrals are influenced by personal characteristics of the referring teacher. The teacher factors that will be explored will also note the influence of ascriptive characteristics, characteristics that cannot be changed such as age, gender, ethnicity, etc., on disparity.

Aphoristic Dangers of Alexander Pope Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  If â€Å"imitation is the sincerest flattery,† then more than 250 years after his passing Alexander Pope deserves a spot in the ranks as one of the most flattered writers of all time. His works have been dissected of every phrase of possible significance and spilled onto page-a-day calendars and books of wit across the world. The beauty of his catchy maxims is that they are not only memorable, but attempt to convey his philosophy with perfect poetic ingenuity. Unfortunately, his well-achieved goals of â€Å"strik[ing] the reader more strongly† (Man 2527), easy retainability of his words, and most decidedly, conciseness, also yield an undesired effect. Utilizing this dicey method of epigrammatic couplets for such serious issues, Pope sacrifices pieces of his intended message, for the sake of rhyme, leading to easily misleading and generalizing messages that are open to scathing criticisms, misunderstandings and the possible loss of his some of his co mposition’s integrity as well as a confusion of his own convictions.   Ã‚  Ã‚  Ã‚  Ã‚  The keys to great aphorisms are their ability to be applied to more common situations, thereby making them even more memorable by their availability for frequent usage, their ear-catching prominence and their paradoxical nature. That final element is what makes aphorisms so engaging. The most witty and intelligent examples are those that expose two supposed opposites for their ironic closeness and display the fine line between contradiction and a surprisingly parallel relationship between both.   Ã‚  Ã‚  Ã‚  Ã‚  A good example of such a saying is found in line 213 of â€Å"An Essay on Criticism.† â€Å"Trust not yourself; but your defects to know, / Make use of every friend - and every foe.† Here Pope is in the advising stage of his Essay and uses the surprise ending â€Å"and every foe† as a display of irony, in that it’s not only the counsel of friends one needs to depend on, but the unabashed critique of one’s rivals that can prove useful, as well. It is these types of witticisms that are a notorious characteristic of essays in general, but the most enjoyable and artistic part of Pope’s works.   Ã‚  Ã‚  Ã‚  Ã‚  Pope’s true genius is displayed in his one-line masterpieces that do not rely on rhyme to stay memorable. â€Å"An Essay on Criticism† is full of these. â€Å"For fool rush in where an... ...cance of Pope’s use of epigrammatic couplets as his rhetorical device of choice in these two essays is that many faults are found in such a method, for the sake of didacticism. True scholars would be able to take his message, had it instead been explicated in prose, and thoroughly, and without uncertainty, been able to learn and build upon his salient arguments. Were his goal merely to advise and entertain, then he did so exceptionally well while building a legendary volume of aphorisms in the process, but if Pope was truly trying to develop and compose an argument for critique and the state of man to follow and imitate Nature, then essayistic prose following the models of Locke and Hobbes would have been more appropriate and less ambiguous. Works Cited Pope, Alexander. â€Å"An Essay on Criticism.† The Longman Anthology of British   Ã‚  Ã‚  Ã‚  Ã‚  Literature. Volume 1C. Ed. David Damrosch, et al. New York: Longman,   Ã‚  Ã‚  Ã‚  Ã‚  1999. 2459-2478 Pope, Alexander. â€Å"An Essay on Man.† The Longman Anthology of British   Ã‚  Ã‚  Ã‚  Ã‚  Literature. Volume 1C. Ed. David Damrosch, et al. New York: Longman,   Ã‚  Ã‚  Ã‚  Ã‚  1999. 2526-2535

The Cuban Identity: truly their own? Essay -- US Foreign Policy

The Cuban Identity: truly their own? The United States became involved with Cuba's independence struggle with Spain because they had a keen interest in extending their power into offshore colonies. Cuba's sugar trade was a valuable commodity and served as another interest for the United States intervention in the war against Spain in 1898. Although the war had started three years prior to the United States' declaration of war on Spain, they began to exert their influence and power over the colony by infusing a government structured by appointees of President William McKinley. These authorities created the interim Cuban government as a subset of the United States and the politics and social structures of which resembled the United States rather than focusing on a Cuban specific structure. They created a government based on democracy which then drew from the social structure of Cubans of different color voting for positions within this government. Their structure of the Cuban system was strikingly similar to chang es that were being undertaken in Louisiana at the time and Cuba was a secondary location to exert similar practices. McKinley appointed General John Brooke to be the first military governor in 1899 and Brooke had been known for protecting the liberties of black voters in the United States (Scott 155). As Brooke was a foreigner, a few of his policies went under fire from local politicians because he should not have the authority to decree rulings about cultural aspects. His debacle with the determination of acquired property possession during the war included a wishy-washy stance that some Cubans felt was a "threat to the social order" (181). This caused concern and unrest amongst the Cubans because it se... ...worth for the United States because the military governments attempted to create another US rather than adopting their strategies for a completely different culture and lifestyle. The political structure was initially stressed by Brooke and later Wood would develop a class system that did not suit the Cuban's culture. These governors were vessels to impart the United States' methods for politics and social status and as it became harder to do, the US slowly backed out of supporting the cause for colonization. Although the States were not successful creating either a US or Cuban national structure, their support during wartime allowed the Cubans to eventually enjoy their new freedom from Spain and create their independent culture. Works Cited Scott, Rebecca J. Degrees of Freedom: Louisiana and Cuba after Slavery. Cambridge, Mass.: Belknap of Harvard UP, 2005. Print.

Management and Organization Essay -- Business, Scientific Management T

Introduction The management and organizational approaches that are used by various firms play a critical role in their performance. The adopted management approach is important due to the fact that it determines the efficiency with which activities are performed. The organizational structure of the firm on the other hand determines the delegation and application of authority. The organizational structure is developed by the management. The structure facilitates effective interaction among employees and helps in directing resources towards achieving the goals of the organization. The behavior of employees is also influenced by the management and organizational approach (Mullins 3). Thus a firm will only be successful if it adopts the best management and organizational approach. This paper will focus on analyzing two management approaches namely, scientific and bureaucratic theories of management. Scientific Management Theory This theory focuses on the analysis and synthesis of workflows. Its main objective is to improve efficiency within an organization. In order to achieve this objective, the theory proposes that scientific principles should be used in designing processes and managing workers. This theory was developed by â€Å"Fredrick Taylor in the 1880s and 1890s within the manufacturing industry† (Cook and Hunsacker 34). The theory was highly influential in the 1910s as the best management style. However, by 1920s it began to lose its popularity as new management ideas and concepts emerged. The modern organizational approaches and management styles borrow the following concepts from the scientific approach. The concepts include â€Å"logic, efficiency, mass production, rationalization, work ethic and standardization of best practi... ...ty. Finally, the two approaches adopt a top-down system of making decisions. This means that commands or directives are given by the top officials while the junior employees are expected to obey. By contrasting the two approaches, the following differences can be identified. While the scientific approach focuses on improving labor productivity, the bureaucratic system puts more emphasis on administrative efficiency. The scientific approach encourages the introduction of incentive schemes in order to motivate workers. The bureaucratic approach on the other hand places emphasis on the rights of the workers in order to motivate the employees. Finally, the bureaucratic approach considers employment as a life-long career. The scientific approach on the other hand leads to job loses as â€Å"knowledge is transferred from workers to workers and from worker to tools† (Dean 29)

DVD player Essay

Keyboard The keyboard is usually a long rectangle shaped piece of plastic with rows keys. The keyboard is used to type letters and numbers into a word processor. They are also used for gaming; some keyboards have with special gaming features. A keyboard used to be used to give commands to operate the computer before there the invention of mice. A keyboard can be connected to the computer by USB port or wirelessly. Some keyboards are designed for use by people who are visually impaired. The Waterside library has a keyboard on every computer; there are two types of keyboard in the library, the average sized plain coloured keyboards (above left) used mostly people without eyesight problems and then the larger sized keyboards (above right) for visually impaired members with a contrasting coloured keyboard. The contrasting coloured keyboard makes it easier for the visually impaired to identify buttons on the keyboard. The good thing about the larger sized keyboard is that the keys help the user to recognise when they have been pressed with a nice distinct click. The libraries facilities are available to the whole community including the visually impaired. It would be unfair for visually impaired people if they were not able to use the same facilities just because the equipment didn’t suit their needs. The Library has made a big effort to make sure all sections of the community are able to use the facilities available without feeling excluded and discriminated against. If the library didn’t have this specialised equipment the visually impaired members would find that they make lots of mistakes when typing and this would put them off using the library again. Mouse There are two types of mouse, they are optical or roller ball. Mice can be wired or wireless. A mouse is an object that the user holds under one of the user’s hands. Most mice have two buttons the left and the right. Sometimes the mouse may have a wheel between the left and right buttons. The wheel is used to scroll up and down. The mouse is used to control the motion of the cursor, which is displayed on the monitor. It can be used to open and close windows by clicking on icons and carry out tasks such as printing. All computers in the library have a normal mouse connected to them however there are two mice connected to the computers with a large keyboard, the special mouse (above right) and the Dell wired mouse (above left). The library uses wired mice because wireless mice are easily stolen as they are not attached to the computer, people can not move a wired mouse away from the computer it is wired to. The special mouse is used by people who find it difficult to use a normal mouse, for example a person who had his fingers taken off in an accident and only had a palm left would not be able to hold a mouse or click, however they would be able to use the other mouse as they could their palm to roll the ball around and press the buttons. This equipment can also be used by people with learning difficulties, poor visibility and limited hand movement. All these types of people could not have used a computer independently without assistance from members of staff, by having this special mouse means members of staff spend less time assisting one library members and are more able to help other people and organise stock. This arrangement ensures that people with disabilities are not discriminated against and are made to feel welcome in the library. Barcode scanner A barcode scanner is a laser light that scans barcodes. They save time and money. A barcode scanner can be connected to the computer through USB. They are used in shops to scan items that are purchased, issued or returned. In the library staff use a barcode scanner located at the issue desk to in libraries to scan the barcodes on stock and members cards. Before libraries used barcode scanners had to type the code in by keyboard, this took time and often mistakes were made when typing in codes, resulting in members and stock details being inaccurate. The library needs its information to be accurate as people don’t want to find that stock have had taken out under there member number by mistake and that they have to pay for it because it wasn’t returned. A barcode scanner is quicker and more accurate then entering in codes by a keyboard. This means that the staff can give their members a good quality service which will encourage them to use the library. Flatbed scanner A scanner scans and converts documents in to a digital image. That can be stored on the computer. It can be use by members of the library and staff. The advantage is that users can scan images/documents so as they can be sent by email or inserted in to documents. The flat bed scanners are available to staff and members in the library. They are not used very often. This is because digital cameras and phone cameras are very common and people can easily get pictures into digital format. However they are available if anyone wants to scan an A4 document. They are free of charge to use but their use is supervised by a member of the library staff. Storage devices Hard drive A hard drive is a storage device that records data. There are two types of hard drives External Hard Drives and Internal Hard Drives. The external hard disk drive is similar to internal hard disk drives; they include a normal hard disk drive which is mounted in a disk enclosure. Key benefits to using external disk drives are adding additional storage space or adding an easily removable backup source. It could also be useful for preventing the heat from the drive increasing the heat inside a computer case. The internal hard disk gives computers the ability to remember things when the power goes out. Key benefits to using internal disk drives are that it stores and retrieves data much faster than a floppy disk and CD-ROM and has a large storage capacity. It does not need connected every time the user needs to use it. In the library members are not allowed to save on to the hard drive, this is because members could be saving viruses on to the computers or filling the computers hard drive up unnecessarily. If members were allowed to save on to the hard drive all the files saved on that computer station would be available to opened, read, viewed and edit the file unless it has been saved as a password protected file. This means that any user could look at another users documents, so long as they are saved on the hard drive of the computer and there is no password. Floppy disk A floppy disk is a data storage device. Floppy disk is a plastic square shaped object with a disk of thin magnetic storage inside it. Floppy disks are read and written by a floppy disk drive. The library computers no longer have floppy disk drives on their computer. This means that members can not use floppy disks on the computers in the library. If the library computers did have a floppy disk drive and people could use floppy disks most people would still prefer to use other storage devices as they are more robust and hold a lot more data. Optical disk There are three types of optical disk they are DVD, CD and blu ray. DVDs are of the same as CDs, but they store more than six times as much data. CDs are used to store music these can be played in CD or DVD player. You can’t play blu ray DVD on a normal DVD player but you can play DVDs on a Blue-ray player. Blu ray players are backward compatible; this means that blu ray player can also play normal DVDs. In the library members can not use optical drives because they are blocked instead they must use an external optical drive. The library has two external optical drives these can be borrowed from the issue desk. Members plug them in to the USB port and can then use them to open files saved on a compact disk or save on to a disk, listen to CDs and play DVDs. If a member needed to save his or her work but did not have another compatible storage device like a memory pen or have forgotten to bring it with them they can borrow the external optical drive and buy a compact disk from the issue desk and save on to that. This means that members are still able to save there documents even if they don’t own another storage device or haven’t brought it with them. Members can request the external optical drive and use it to play music, CD’s or DVD’s. Memory pens Flash memory data storage device are also known Flash Drives, Memory Sticks, Pen Drives, and Memory Pens. Memory pens are more effective at transferring data than floppy disks or burning CD’s. Storage capacities can range. The USB is usually protected by a removable cap. There is no external power required. Memory pens easily taken to any library and plugged in to the USB port, the documents can be opened at any computer they are plugged on to. Members of the library can use memory pens to save data on as they are unable to save on to the libraries computers hard drives. The library computers have two USB ports at the front of the computers to make it easy for the members to connect their memory pens. Random access memory RAM is the most common computer memory, it is used by programs to perform tasks while the computer is on. The data which is in the RAM will be lost when the computer power is switched off so it is important to save before switching off. Random access memory can improve performance, the more RAM in a computer the faster it will perform. There are several different types of RAM available for computers; these vary in cost and speed. The amount of RAM on the computers in the library is 512Mbyte memory . The library didn’t need to buy extra RAM for their computers as the amount all ready on them was sufficient for general use and more than adequate for use in libraries where people use the computers for basic tasks such as word processing, surfing the internet and checking emails. The memory size is also adequate for the staff to run galaxy and any other software they need. By taking the standard memory the library were able to save some money which they were able to use in other areas. Magnetic tape data storage Magnetic tape is most commonly packaged in cartridges and cassettes. The device that performs actual writing or reading of data is a tape drive. When storing large amounts of data, tape can is less expensive than other data storage. Tape storage is used with large computer systems, mainly for backups and archives. However magnetic tape is much more likely to get damaged. In the library every evening when the library is closed a member of staff will put a back up tape in to the server. Staff will back up the server while the library is closed at night.

As a young child in school I can rememb Essay

As a teenage barbarian in educate I can hark fend for construction to myself, If I were a t both(prenominal)er I would never do that to my students At a precise young age, as young as the first frame, my soulfulnessal doctrine of Early Childhood Education was al discovery in progress and surfacing. My personal ism is to in hush up considerably ethical motive and value in exclusively churlren respect only s digestrren and their families cultures, ethnicities, race, beliefs, and structure treat severally chela fairly to ensure that every last(predicate) nestlingren olfactory modality equally redundant have families, communities, and educators maneuver as ane remain a heartlong advocator of childrenExhaust all resources before deciding to hold a child back a category and to maintain a constant fun, loving, safe, and dictatorial environment for for each one child. It is a doctrine such as the one I have set forth that result encourage all families to feel welco med, all children to feel loved, and everyone to unavoidableness to break down unneurotic as one in consecrate to aid in a childs best development. It all began in pre train and kindergarten while attending a Montessori direct in my town. My pre school day and kindergarten aim has had a abundant impact on my ideas towards nurture.I felt safe, secure, and special in school. I record specific activities that at my new school, when I transitioned in the 1st arcdegree, were not on tap(predicate) to me, such as learning and practicing popular activities like cleaning silverw ar, folding our blankets from alleviation time, preparing and cutting fruit to eat, and fall outing a clean and orderly castroom. Moreover, the root of my incorrupts and values developed from this peak in my life. I remember in school world taught the fundamental values of sharing, caring, listening, trusting, and creation honest.I learned that lying,stealing , cheating, hitting, and disrespecti ng elders or each other were bad. Influential movies and cartoons such as the Care Bears, Hug-a-bunch, Free to Be You and Me taught me almost love, hugging, sharing, caring, armed serviceing others and equality. My childhood from preschool to third alum was a critical time for me to ascend and learn, and much of what I follow throughd in the schoolroom and at home influenced how I would develop later and hence as the person I am at present.As a Substitute instructor with no background schoolroom experience or educational degree,I brought with me the strong moral and ethical values I birth as a person, my patience, love and fright for children, my passion for academics, and my past and personal experiences as a student in a categoryroom. One of the major intellectual influences was my experience in a Montessori School and then reading ab show up the Montessori Method in my present graduate class.I never realized that Maria Montessori was the first char to mystify a doctor in Italy, nor did I realize the specifics of the Montessori Method until I correlated my experiences with what was actually written and exposit to the highest degree in the book.For instance, She created objects for children to allow them to experience physical activities such as stacking, opening, closing, dusting, and connecting. Maria Montessori proverb this goal-oriented activity as childrens work and contrasted it with play, which she saw as unfocused and featherbrained (pg. 16). My personal philosophical system coincides with her beliefs because it is through this childs sense of work that morality and good values are developed.A child saying, Youve got dirty hands, you ought to wash them (pg. 17) is an modelling of a child who ordain reside to master parliamentary laws demands andexpectations on how to behave throughout life. Another person who has played an influential role in my life, and has acted as a mentor, is my second grade instructor. Its amazing t hat out of all my instructors from preschool through graduate school, my second grade teacher left the greatest theory on me.She possessed great patience and clarity when explaining new material to the class. She do me feel comfortable to ask questions or speak up in class, and I specifically remember her fanciful ways of teaching, such as the knock-knock game for subtraction, which do learning in her classroom so easy andfun. When I run into her she still shows concern for me and is eagerly open and unstrained to help as I become a teacher. She is definitely one of the reasons wherefore I decided to become an betimes childhood teacher, and she is a person who has had a major impact on my beliefs towards academia.On the other hand, other teachers who have helped rule my beliefs have done so by providing me with negative experiences in the classroom. For instance, some teachers would penalise the whole class because certain students were bad. I thought this method of corre cting bad expression was entirely unfair.Even though today I realize the technique ass the action, at the time I remember experiencing shades of helplessness, and today I never want another child to experience that flavour again. Another unfair characteristic displayed by some teachers was favoritism. By showing favoritism, it didnt make me, nor many of my classmates, feel special or secure in class. Lastly, my familiar, who is one year younger than me, and I were very close growing up as children. However, in the first grade his teacher held him and 6 other students back a grade on account of macrocosm too immature.My family was furious and no enumerate how many times my parents spoke with the teacher and administrators, the decision remained the same. As a result, my brother and I at one catch attended two different schools, we werent as close anymore, his self-esteem dropped immensely, he lost friends, and had to spend the rest of his life explaining and defending himself to those who questioned his age in semblance to his grade. My experience with having a family member subjected to being held back is why I intend that all resources must be faint-hearted before deciding to hold back a child.The decision should be a composite of the family, administrators, and other professionals opinions and thoughts. Most importantly, recognizing and intimate the child at hand, and how this decision leave impact his or her life. My beliefs have been carried out as a Substitute Teacher in the classroom. For instance, my belief in forthrightness for all children was illustrated when I thanked the good children of the class at the end of the day for being on their best behavior. Interestingly, the students thanked me in elapse for recognizing them because they said that teachers rarely acknowledge their goodbehavior because they are too distract by the students who misbehave. As a teacher I would use this same philosophy when treating my students. A good leve l of attend and strictness would be provided, along with a great deal of love, patience, care, and attention for each child. A safe and secure feeling lead permeate throughout the classroom in order to ensure an optimal learning environment for all children.My classroom for a second grade class would be setup and decorated as follows two alphabets, regular and cursive would bent grass above the blackboardsmy posters would contain knowledge about good manners, famous men and women in history, and lots of multi-cultural pictures so everyone feels welcomed seasons and thematic units go away provide further layout for decorating ideas the library battleground would have a big cosy chair for me to read and then subaltern comfortable chairs and a rug for the children to read and sit on during quiet or free timeThere will be math, language, and art games for them to play, and additional creative and unique learning strategies and games. I would have a very trusting and open-minded r elationship with parents, colleagues, andadministrators. I would also persevere an open mind when dealing with portentous circumstances, such as a child with a special need, or a child that misbehaves frequently. Each family unit varies, so I must be nice to an array of circumstances, such as the various formations of a family and structure, a parents style and beliefs of parenting, a child and families bread and butter situation, and a familys ethnicity and culture.Administrators and colleagues personal philosophies will be respected. However, the only way the child will develop positively consort to the schools philosophy is if the administrators and teachers guess and exemplify this philosophy also. So when views may seem opposite, its accepting the differences, respecting each others differences, and working through the differences that will make any school a positive and safe countersink for the children to learn. Also when approaching exceptional circumstances, a teach er needs to again keep an open mind, take an objective stance, and be flexible in his or her views, expectations, strategies, and procedures in resolving an issue.As a teacher develops his or her beliefs about early childhood education it is important to reflect upon the period of time when one was a student. retentivity an open mind to the way society and education as evolved overtime is a key factor that will help teachers better understand families, children, faculty, and their role as a teacher today. The child should be the main concern of the school, family, and community at all times. We are the educators, motivators, inspirers, and disciplinary for children. What we rely as educators will be reflected in the growth of each child.By connection teachers, families, communities, and administrators together as one, we are create a positive foundation for the children who are will be the products of our future. re conventional Hindu residential schools of learning typically th e teachers house or a monastery. During the Mughal rule, Madrasahs were introduced in India to educate the children of Islamic parents. British records show that indigenous education was widespread in the 18th century, with a school for every temple, mosque or hamlet in most regions of the country. The subjects taught